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Reflexivity in the research process: psychoanalytic observations

Reflexivity in the research process: psychoanalytic observations
Reflexivity in the research process: psychoanalytic observations
This paper highlights what psychoanalysis can add to discussions of reflexivity, by specifically describing how reflexivity is conceptualized and fostered on psychoanalytic observation methods courses at the Tavistock Clinic, London. It is demonstrated that this psychological form of reflexivity is relevant to empirical and conceptual work and shown that it shares interesting parallels with debates about reflexivity in social research methods, while also being able to contribute to discussions of what constitutes reflexivity and what kinds of methods course might facilitate it. Reflexivity is often discussed in relation to a researcher’s empirical work, but this paper argues that reflexivity is equally needed in relation to the academic context in which most research and learning takes place. This paper demonstrates how psychoanalytic approaches to learning stimulate a reflexive relation to empirical and conceptual work and it provides examples of reflexivity from a two year infant observation and a research project on romantic love (involving conceptual and biographical research).
social research, mental health, psychosocial studies
1364-5579
181-197
Brown, J.C.
a4e89a80-d3b2-417e-8969-c103ddba409a
Brown, J.C.
a4e89a80-d3b2-417e-8969-c103ddba409a

Brown, J.C. (2006) Reflexivity in the research process: psychoanalytic observations. International Journal of Social Research Methodology, 9 (3), 181-197. (doi:10.1080/13645570600652776).

Record type: Article

Abstract

This paper highlights what psychoanalysis can add to discussions of reflexivity, by specifically describing how reflexivity is conceptualized and fostered on psychoanalytic observation methods courses at the Tavistock Clinic, London. It is demonstrated that this psychological form of reflexivity is relevant to empirical and conceptual work and shown that it shares interesting parallels with debates about reflexivity in social research methods, while also being able to contribute to discussions of what constitutes reflexivity and what kinds of methods course might facilitate it. Reflexivity is often discussed in relation to a researcher’s empirical work, but this paper argues that reflexivity is equally needed in relation to the academic context in which most research and learning takes place. This paper demonstrates how psychoanalytic approaches to learning stimulate a reflexive relation to empirical and conceptual work and it provides examples of reflexivity from a two year infant observation and a research project on romantic love (involving conceptual and biographical research).

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Brown,_J___IntJ_Social_research_methodology_jul06.pdf - Accepted Manuscript
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Published date: July 2006
Keywords: social research, mental health, psychosocial studies

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Local EPrints ID: 42919
URI: https://eprints.soton.ac.uk/id/eprint/42919
ISSN: 1364-5579
PURE UUID: 2e579c7f-cf93-4c54-b432-c2301f530087
ORCID for J.C. Brown: ORCID iD orcid.org/0000-0002-3383-8809

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Date deposited: 19 Dec 2006
Last modified: 13 Mar 2019 21:10

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Author: J.C. Brown ORCID iD

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